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Moving In, Moving Through, Moving Out Nancy K.
Schlossbergs Transition TheoryVictoria
EstrellaCarol A. Lundberg, PhDCSA 552 Process
of Adult Development27, January 2006Research
paper Student Development Theorist
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The background of Transition Theorist Nancy K.
Schlossberg

• She has been contributing to the field of
  counseling and sociology since the early 1950s.
• Bachelors of Arts in Sociology in 1951 from
  Barnard College in 1951.
• Ed.D in Counseling in 1961 from Teachers College,
  Columbia University.
• Served on the faculties of Wayne State
  University, Howard University and Pratt
  University and at the University of Maryland,
  College Park.
• Currently she is a professor emeritus in the
  Department of Counseling and Personnel Services,
  College of Education, and Director of Counseling
  of the Center of Human Services Department,
  University of Maryland, College Park
• (Schlossberg et al., 1995).

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History of Schlossbergs Transition Theory

• Schlossberg developed her theory by collaborating
  with others and documenting findings in books.
• She first published her research and the
  beginning ideas for her Transition Theory in 1981
  in the periodical The Counseling Psychology. At
  the time she would describe her work as a
  vehicle for analyzing human adaptation to
  transition (p. 2) (Evans et al. 1995, p 110).
• In 1984, she published a book-length treatment
  called Counseling Adults in Transition (Evans et
  al., 1998).
• In 1989 she joined two other student development
  theorists Ann Q. Lynch and Arthur E. Chickering.
  Together they wrote Improving Higher Education
  Environments for Adults (1989).
• Chickering and Schlossberg continue to work
  together, combined adult development theories and
  in 1995 developed a workbook that could easily
  used in a first year experience class called
  Getting the Most Out of College (1995).

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Transition Theory in Action

• As I researched her theory I found the book she
  wrote with Chickering called
• Getting the Most Out of College (1995)
• as the best example of her theory in use.
• In the book, she explains how the Transition
  Theory works.

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• The theory explained the idea that college
  students can experience
• three types of transitions
• anticipated
• unanticipated
• nonevents
• For example going to college can be an
  anticipated transition, falling in love and
  getting married while in college can be
  unanticipated. Nonevents were considered
  transitions that were anticipated but do not
  occur. (Chickering Schlossberg, 1995)

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• In the working book Getting the Most of College
  Dr. Schlossberg and Dr. Chickering used the
  Transition Theory to explain the transition
  process of college students as
• moving in
• moving through
• moving out
• (Chickering Schlossberg, 1995)

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Transition Theorys framework for coping
references

• Chickering and Schlossberg recommended the
  following Transition Theory framework coping
  references for moving in, moving through and
  moving out of college.
• 4 S
• Situation
• Self
• Support
• Strategies
• (Chickering Schlossberg, 1995)

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Two Examples of Student Development Experiences
that Could Benefit from the Transition Theory

• Example One
• The transition for a student from high school,
  full time job or parenting to their local
  community college.
• Then from the community college to the four-year
  university experience.

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Table 1 Transition from High School, full time
job or parenting to the local community college

• Moving In
• New campus
• New teachers
• Now they have to pay for classes
• Now they have to pick and register for classes
• More homework
• Still have local friends and family
• Moving Through
• Must keep paying for school
• Is balancing work, family and homework
• Trying to stay focused
• Must keep grades up if they plan on transferring
• Moving Out
• Applying to transfer to 4 year college
• Applying for Scholarships and loans
• Looking for a new place to live or consider
  comminuting
• Is reviewing how much they can work, move away
  from family
• Will be moving away from friends
• (My own personal observations from working at a
  community college)

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Table 2 Transition from Community College to
Four year University experience

• Moving In
• Will most likely move away from home
• Another new campus that usually is bigger
• Will cost more money to attend
• Most likely to have a different schedule,
  possibly quarter layout
• Students transferring are more likely to be older
  now, more prepared
• Moving Through
• Will have to find new friends, support system
• The classes are more likely to be bigger
• Will be balancing work, family, homework and
  socializing.
• The classes will be harder and faster
• Moving Out
• Around graduation, will be looking for a job.
• Deciding if they will return home
• Deciding to stay in school and start graduate
  work.
• (My own personal observations from working at a
  community college)

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Table 3 The 4S for coping with the transition
from High School, full time job, parenting to the
Community College

• Situation
• Last choice
• Temporary
• Balancing work, family and school.
• Mostly likely needed to do something with my life
• Mostly like have real world experience
• Support
• No financial help
• Living at home
• Might have a significant other
• Enrolled in a Student Support Program
• Teachers more likely to ask how they are doing,
  more flexible
• Dreams
• Self
• Most likely to be poor
• Most likely to be the 1st in the family to attend
  college
• Most likely to be a student of color
• Most likely not ready to move away from home
• Most likely not prepared in high school
  (Engagement By Design 2004 Findings, p. 2).

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Table 4 The 4S for coping with the transition
from Community College to Four year university
Experience

• Situation
• Away from home for a first time
• Making new friends
• Relearn college system
• Permanent
• Living situation might become stressful with
  having to cut back due to increase of homework.
• More likely will cut back on work and focus on
  homework which can create financial stress
  (Berger Malaney, 2003, pg. 9)
• Support
• Distant
• Lack of academic support (Berger Malaney, 2003,
  pg. 10)
• Self
• More mature
• Few students of color in classes
• Strategies
• Get connected to a transfer center
• (My own personal observations from working at a
  community college)

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Two Examples of Student Development Experiences
that Could Benefit from the Transition Theory

• Example Two
• Post college experience

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Table 5 Recent College gradates transitioning
into the real world

• Situation
• Looking for employment
• Might be moving back home
• Support
• College friends, unless you are moving back to
  your home town
• Faculty, willing to give letters of
  recommendation or advice
• Self
• More confident
• Might be tired from school
• Strategies
• Connect with Alumni Office
• Connect with Career Center
• (Magolda, 1999) (My own personal experience)

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Nancy Schlossberg Today

• Schlossberg has always updated her books.
• 2001 she teamed up with Chickering and wrote the
  2nd Edition of Getting the Most Out of College.
• March 2006 she has paired up with Jane Goodman
  and Mary Anderson to publish an updated version
  of Counseling Adults in Transition Applying
  Schlossberg Theory.
• Her most recent and original publication was in
  September 2003 called Retire Smart, Retire Happy
  Finding Your True Path In Life (Amazon.com,
  2006).

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Closing

• Nancy Schlossberg will continue to remind us the
  importance of helping each other through
  transitions along with new strategies to keep us
  moving through.

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Work Cited

• Amazon.com. Book Search Results Nancy K.
  Schlossberg. Reviewed on 27, January, 2006.
  http//www.amazon.com
• Berger, Joseph B. and Malaney, Gary D. (2003).
  Assessing the Transition of Transfer Students
  from Community College to a University. NASPA
  Journal. Vol. 40. No. 4.
• Chickering, Arthur W and Schlossberg, Nancy K.
  Getting the Most Out of College. Needham Heights
  Allyn and Bacon, 1995.
• Community College Survey of Student Engagement
  (2004). Engagement by Design 2004 Findings.
  www.ccsse.org
• Evans, Nancy J, Forney, Deanna, S and
  Guido-Dibrito, Florence. Student Development in
  College Theory Research and Practice. San
  Francisco Jossey-Bass, 1998.
• Magolda, Marcia B. (1999). Constructing Adult
  Identities. Journal of College Student
  Development. November/December Vol 40, No 6 p
  629-644.
• Schlossberg, Nancy K., Waters, Eilnor B. and
  Goodman, Jane. Counseling Adults in Transition
  Linking Practice With Theory. New York Springer,
  1995.